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Assessment for Learning, Assessment as Learning, Assessment of

Learning. How they are Practiced?

My learning episode overview

This episode introduces assessment FOR learning, assessment AS learning and assessment
OF learning.
Prepositions for, as and of mean a lot. They make a big difference in assessment. Assessment
FOR learning, assessment AS learning and assessment OF leaning have different purposes.
You learned them in your subjects on Assessment. In this episode, you will observe how they
are applied in the teaching-learning process.

My intended learning outcomes


At the end of this Episode, I must be able to:
 distinguish among the 3 forms of assessment and
 draw concrete examples of these form of assessment.

My performance criteria

I will be rated along the following:


a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.

My learning essentials

The preposition “for” in assessment FOR learning implies that assessment is done to
improve and ensure learning. This is referred to as FORmative assessment, assessment is
given while the teacher is in the process of student formation (learning). It ensures that
learning is going on while teacher is in the process of teaching.

Teacher does not lose anything if as she/he teaches he/she checks for understanding now
and then. This is to ensure that before he/she proceeds further or comes near the end of te
chapter, unit or course or grading period, the students understood the lesson.

It will be tragic and a waste of time if teacher just proceeds with his/her teaching
presuming that students understood the lesson only to discover at the end of the unit or
grading period that students after all did not understand the lesson. So much time has
already been wasted.

Besides, lack of understanding of the lesson must have been compounded because the
“ABCs” of the lesson weren’t mastered and the teacher already proceeded to “XYZ”. Too
late to discover that at the end of a unit or a grading period the students did not learn what
was expected of them.
Formative assessment also includes the pretest and the posttest that a teacher gives to
ensure learning.
Why the pretest? It is to find out where the students are or determine their entry
knowledge or skills so teacher knows how to adjust instruction.

Why the posttest? It is to find out if the intended learning outcome has been attained
after the teaching-learning process. If not all students have attained it, the teacher have to
apply intervention or a remediation. Why do these have to take place? To ensure learning,
thus the term assessment FOR learning.

In Assessment FOR Learning, teachers use assessment results to inform or adjust their
teaching.

Assessment OF Learning is usually given at the end of a unit, grading period or term
like a semester it is meant to assess learning for grading purposes, thus the term
Assessment OF Learning.

Assessment AS Learning is associated with self-assessment. As the term implies,


assessment by itself is already a form of learning for the students.

As students assess their own work (e.g. a paragraph) and/or with their peers with the
use of scoring rubric, they learn on their own what a good paragraph is. At the same time,
as they are engaged in self-assessment, they learn about themselves as learners (e.g.
paragraph writers) and become aware of how they learn. In short in assessment AS
learning, student set their targets, actively monitor and evaluate their own learning in
relation to their set target. As a consequence, they become self-directed or independent
learners.
ASSESSMENT
AS LEARNING
ASSESSMENT ASSESSMENT
FOR OF
LEARNING LEARNING

ASSESMENT

Figure 1. Various Approaches to Assessment

My Map

1
• Read My Learning Essentials

• Observe 2 classes, together with a partner, to see assessment practices


2 with the help of an Observation Sheet.

• Analyze my observations with the use of guide questions.


3

• Reflect on my observation and analysis.


4

• Answer the LET-like test items.


5

• Come up with a portfolio.


6
My Learning Activities

I will observe two classes, record my observations with the use of an Observation
Sheet.
OBSERVATION SHEET # 1:1

Indicators of Assessment FOR,OF and AS Learning

Assessment FOR Learning Assessment As Learning Assessment OF Learning


Write observed teacher Write observed teacher and Write observed teacher
activities that manifest student activities that activities that manifest
assessment FOR learning. manifest assessment AS assessment OF learning.
(Assessment while the teacher learning. (Assessment at the end of
teaches. Conduct of pretest (Self-assessment) teaching)
and posttest are included).
My Analysis

1. Did you observe assessment practices for the three (3) forms of assessment? Explain
your answer.

2. Are the results of assessment OF learning affected by the observance/implementation


of assessment FOR learning? Explain your answer.

3. Based on your observations, to what extent is Assessment AS Learning (self-


assessment) practiced compared to Assessment FOR (formative) and OF Learning
(summative)?

4. Which phrase refers to assessment FOR learning? Assessment OF learning?


Assessment AS learning?
DepEd Order No. 8, s. 2015 states: “Assessment is a process that is used to keep
track of learners’ progress in relation to learning standards…, to promote self-reflection
and personal accountability among students about their own learning and to provide
bases for the profiling of the student performance on the learning competencies and the
standards of the curriculum.”
My Reflections
Write your reflections on the following:
1. As a student, did you like assessment? Do students like assessment? Why or why
not?

2. What can you do to eliminate students’ fear of assessment? Can frequent formative
assessment (Formative assessment) reduce if not eliminate fear of assessment?

3. Do you like the idea and practice of self-assessment (assessment AS learning)? Why
or why not?
Integrating Theory and Practice

1. Teacher Emma gave a True-False pretest on social justice. Based on the pretest
results, she taught her class social justice by correcting whatever wrong concepts the
students have affirmed and expounded on their correct concepts. After correcting their
wrong concepts and affirming their correct answers, Teacher Emma gave the class a
posttest. Among the forms of assessment explained, which one/s did Teacher Emma
do?

A. Assessment OF Learning C. Assessment FOR Learning


B. Assessment AS Learning D. Assessment FOR and AS Learning

2. The class was taught how to conduct an action research and was required an end-of-
the-term written research report. The class was taught how to do the research report
and was shown an Analytic Scoring Rubric for them to know how they will be graded.
The class took the Scoring Rubric guide in the making of their research report. They
were all motivated to pass an excellent research report and as a grouped checked now
and then if they were true to the qualities of an excellent research report as seen in the
scoring rubric. What form of assessment is described?

A. Assessment OF Learning C. Assessment FOR Learning


B. Assessment AS Learning D. Assessment FOR and AS Learning

3. Teacher Julie sees to it that she checks for understanding as she teaches to ensure
that every student can follow the lesson. With that form/s of assessment is Teacher
Julie occupied with?

A. Assessment OF Learning C. Assessment FOR Learning


B. Assessment AS Learning D. Assessment FOR and AS Learning

4. Teacher Grace is done with unit 1. She wants to know how well her students could
demonstrate the knowledge and skills targeted at the beginning of the Unit. Into what
form of Assessment is Teacher Grace?

A. Assessment OF Learning C. Assessment FOR Learning


B. Assessment AS Learning D. Assessment FOR and AS Learning

5. Which assessments is/are used to determine grade of students?

I. Formative assessment
II. Summative assessment
III. Assessment of learning

A. II and III C. I and II


B. I and III D. I only

6. Which assessment leads students to become self-directed and independent leaners?

A. Formative assessment C. Assessment as learning


B. Summative assessment D. Assessment in learning

7. Complete this analogy.

Formative assessment: Assessment for learning


Summative assessment:___________________

A. Assessment of learning C. Assessment as learning


B. Assessment with learning D. Assessment in learning
My Learning Portfolio

1. Distinguish assessment FOR, OF and AS learning by way of a graphic organizer.

2. Research on:
 3 innovative formative assessment activities and techniques to add to the
usual teacher questioning and observation techniques.
 2 innovative summative assessment tools that measure higher-order thinking
skills.
FS 5 GUIDING

2
GUIDING PRINCIPLES
G in the
FIELD STUDY Assessment
Learning of
episode Learning

My Learning Episode Overview

For the assessment process to accomplish its purposes, i.e.., to ensure learning, we must be
guided by basic assessment principles. This episode focused on basic guiding principles of
assessment.

My Intended Learning Outcomes

After this Episode, I must be able to:


 determine application of the guiding assessment principles in given situations
and
 apply the basic assessment principles in the teaching-learning process.

My Performance Criteria

I will be rated along the following:


a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
My Learning Essentials

The following are the principles that should guide you in the conduct of assessment.

1.Begin by specifying clearly and exactly what do you want to assess. What you want to
asses is/are stated in your learning outcomes/lesson objectives.

2.The intended learning outcome/lesson objective NOT CONTENT is the basis of the
assessment task. You use content in the development of the assessment tool and task but it
is the attainment of your learning outcome NOT content that you want to assess. This is
Outcome-based Teaching and Learning.

3.Set your criterion of success or acceptable standard of success. It is against this established
standard that you will interpret your assessment results.

Example: is a score 7 out of 10 (the highest possible score) acceptable or considered success?

4.Make use of varied tools for assessment data-gathering and multiple source of assessment
data. It is not pedagogically sound to rely on just one source of data gathered by only one
assessment tool. Consider multiple intelligences and learning styles. DepEd Order No, s.
2015 cites the use of multiple ways of measuring students’ varying abilities and learning
potentials.

5.Learners must be given feedback about their performance. Feedback must be specific.
“Good work”! is positive feedback and is welcome but actually is not a very good feedback
since it is not specific. A more specific better feedback is “You observed rules on subject-verb
agreement and variety of sentences. Three of your commas were misplaced.”

6.Assessment should be on real-world application and not on out of four context drills.

7.Emphasize on the assessment of higher-order thinking.

8. Provide opportunities for self-assessment.


My Map

Step 1. Read the Learning Essentials given above.

Step 2. Observe at least three (3) classes with a learning partner.


I will choose one class from each of the three groups.
Group 1- Language/Science/Math
Group 2- Physical Education, ICT, TLE
Group 3- Edukasyon sa Pagpapakatao/ Araling Panlipunan

Step 3. Discuss my observations/answers to the questions with my


partner.

Step 4. Write down my answers to the questions.

Step 5. Reflect on my observation.

Step 6. Answer the LET-like questions

Step 7. Come-up with my Portfolio.


My Learning Activities

OBSERVATION SHEET # 2.1

Resource Teacher: School:


Grade level: Subject Area:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed behaviors of


the Resource Teacher that is/are aligned to
each principle).

1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data-gathering and use?
multiple source of assessment data. It
is not pedagogically sound to rely on
just one source of data gathered by
only one assessment tool. Consider
multiple intelligences and learning
styles.

2. Learners must be given feedback about Give examples of comments of teacher on


their performance. Feedback must be students’ work/answer.
specific. “Good work”! is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better
feedback is “You observed rules on
subject-verb agreement and variety of
sentences. Three of your commas were
misplaced.”

3. Assessment should be on real-real How was this demonstraded?


world application and not on out-of-
context drills.

4. Emphasize on the assessment of How was this done?


higher-order thinking.

5. Emphasize on self-assessment. Were students given opportunity to do self-


(assessment as learning) assessment.
My Learning Activities

OBSERVATION SHEET # 2.2

Resource Teacher: School:


Grade level: Subject Area:

Which of the following principles were observed by the resource teacher?

Principles of Assessment Observations (Describe observed behaviors of


the Resource Teacher that is/are aligned to
each principle).

1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data-gathering and use?
multiple source of assessment data. It
is not pedagogically sound to rely on
just one source of data gathered by
only one assessment tool. Consider
multiple intelligences and learning
styles.

2. Learners must be given feedback about Give examples of comments of teacher on


their performance. Feedback must be students’ work/answer.
specific. “Good work”! is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better
feedback is “You observed rules on
subject-verb agreement and variety of
sentences. Three of your commas were
misplaced.”

3. Assessment should be on real-real How was this demonstrated?


world application and not on out-of-
context drills.

4. Emphasize on the assessment of How was this done?


higher-order thinking.

5. Emphasize on self-assessment. Were students given opportunity to do self-


(assessment as learning) assessment.
My Learning Activities

OBSERVATION SHEET # 2.3

Resource Teacher: School:


Grade level: Subject Area:

Which of the following principles were observed by the Resource Teacher?

Principles of Assessment Observations (Describe observed behaviors of


the Resource Teacher that is/are aligned to
each principle).

1. Make use of varied tools for Which assessment tools did Resource Teacher
assessment data-gathering and use?
multiple source of assessment data. It
is not pedagogically sound to rely on
just one source of data gathered by
only one assessment tool. Consider
multiple intelligences and learning
styles.

2. Learners must be given feedback about Give examples of comments of teacher on


their performance. Feedback must be students’ work/answer.
specific. “Good work”! is positive
feedback and is welcome but actually is
not a very good feedback since it is not
specific. A more specific better
feedback is “You observed rules on
subject-verb agreement and variety of
sentences. Three of your commas were
misplaced.”

3. Assessment should be on real-real How was this demonstraded?


world application and not on out-of-
context drills.

4. Emphasize on the assessment of How was this done?


higher-order thinking.

5. Emphasize on self-assessment. Were students given opportunity to do self-


(assessment as learning) assessment.
My Analysis

1. Which principles of assessment were observed to have been practiced?

2. Which principles was/were least observed/ not observed?

My Reflections

We assess what we value and value is what we assess. What should I do to make
assessment worthwhile?
Integrating Theory and Practice

1. Emphasize on self-assessment. Teacher Lyn applies this principle by ________.

a. Making her students check their own papers.


b. Motivating her students to set their personal learning goals and track
their progress against that goal.
c. Preparing her students for higher-order thinking questions.
d. Requiring them scoring rubric as project.

2. Assessment should be on real-world application and not on out-of-context drills.


To apply this principle, what should Teacher Nancy do?

a. Assess students’ English oral communication skills in a graduation


program simulation where each student has a speaking assignment.
b. Give a 20-point quiz asking students to determine whether the sound of
“a” is long or short.
c. Give students a matching type of test on vocabulary.
d. Give a 10-item quiz on adding similar fractions which is the weakness of
students.
3. If you emphasize on assessing higher-order thinking skills, which should you do?

a. Avoid paper-pencil test.


b. Give students a problem to solve.
c. Give oral examination.
d. Do less formative assessment.

4. On which should a teacher base his/her assessment?

a. Learning outcome
b. Learning content
c. Developmental stage of Learners
d. Learning resources

5. In outcome-based education or outcome-based teaching-learning, the assessment


task should match with the _____________.

a. Learning resources
b. References
c. Learning outcome
d. Content

6. “Very good. You are doing very well Johann!”, Teacher Jona says. Teacher was
referring to Johann’s world problem-solving skill. Is this accordance with giving
specific feedback?

a. Yes.
b. No.
c. Very much, the feedback is clear enough.
d. No, it is exaggerated.
7. Teacher Annie explains to her class: “Each of you is expected to spell 10 words
out of ten words correctly. This is a mastery test”. Is Teacher Annie’s behavior in
keeping with the principle to set acceptable standards of success?

a. No, the standard she set is too high.


b. No, she is not setting the standards. She is just explaining the meaning of
a mastery test.
c. Yes, it is. The standard is clear.
d. Yes, she sees to it that every student agrees.

8. Teacher Jocelyn considers the multiple-choice type of test the best among the
written type of test, so for assessment of learning she uses only multiple choice
type of test. It this in accordance with the principle of assessment?

a. Yes, well-formulated multiple choice tests measures HOTS.


b. Yes, for as long as the multiple-choice tests measures low and high level of
thinking skills.
c. No, she has only one source of data.
d. No, she should make use of varied tools for assessment data-gathering.

9. A professor does not give quiz at all. The students’ grades are based only on the
summative assessment results. Does he violate an assessment principle?

a. No, that is academic freedom.


b. No, he assesses learning and gives grade anyway.
c. Yes, assessment data to be reliable should come from multiple sources.
d. Yes, he does not consider multiple intelligences and learning styles.
My Learning Portfolio

1. Assessment should be on real-world application and not on out-of-context


drill. Research on GRASP of G. Wiggins and JayMcTighe. Construct a
real-world performance assessment task.
2. Here is an intended learning outcome: “the student must be able to apply
the basic assessment principle in the teaching-learning process.”
Assess the attainment of that objective learning outcome by way of 2
multiple choice test items.
3. Research on how to assess higher-order thinking skills. Give 2 examples of
test items that measure applying and analyzing.
FS 5 USING

3
GUIDING DIFFERENT
G ASSESSMENT
FIELD STUDY
Assessment METHODS,
Learning TOOLS AND
TASKS
episode
My Learning Episode Overview

There are different assessment methods, assessment tools and assessment tasks to assess
several domains of learning-cognitive, affective and psychomotor.

No single assessment method/tool/task can assess all forms of learning. With Gardner’s
learner’s multiple intelligences, learning when assessed can be demonstrated in nine (9)
different ways and therefore can be assessed in nine (9) different ways, too. Teacher, therefore,
should make use of varied assessment tools and tasks. In fact, one principle of assessment is to
make use of varied methods and tools.

In this Episode, you will see which methods, tools and tasks are used for learners with
varied multiple intelligences and in different domains of learning.

My Intended Learning Outcomes

At the end of this Episode, I must be able to:


 identify different assessment methods, assessment tools and assessment tasks and
 select the appropriate assessment method/tool/task for different domains of learning
and for the 9 intelligences.

My Performance Criteria

I will be rated along the following:


a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.
My Learning Essentials

Assessment methods can be classified as traditional and authentic. Traditional


assessment method refers to the usual paper-pencil test while authentic assessment
refers to the usual no paper-pencil test. Authentic assessment is also called alternative
assessment, it is being alternative to the traditional.

The paper-pencil test (traditional assessment) assesses learning in the cognitive


domain (bloom) or declarative knowledge (Kendall and Marzano, 2012)

The paper-pencil test, however, it is inadequate to measure all forms and learning.
Psychomotor learning (Kendall and Marzano, 2012) or procedural knowledge
(Kendall and Marzano, 2012) cannot be measured by a paper-pencil test.

Assessment tools for the cognitive domain (declarative knowledge) are the different
paper-pencil tests. Basic examples of paper-pencil test are shown in figure 2.

Selected- Constructed-
response response

Alternate
response Completion

Matching type Short answer

Essay-
Multiple
restricted or
Choice non restricted

Problem
Solving

Figure 2. Two groups of Written Tests and Specific Examples


Examples of authentic assessment tools are the demonstrations of what have been
learned by either a product or a performance. (Refer to Figure 3).

Product Performance

Product Output Performance


tasks

e.g. experiments,
Visual-e.g. oral
graph, collage presentation,
reflective journal dramatization

Figure 3. Groups and Examples of Authentic Tasks.

We make use of varied methods because there are many forms of learning-
cognitive, affective and psychomotor (Bloom). For Kendall and Marzano there are
also three (3) – information (declarative knowledge), procedures
(physical/motor/manipulative skills. (See Figure 4).

Metacognitive
procedures
(procedural
knowledge)

psychomotor
Information procedures
(declarative (physical,
knowledge motor/manipulative
skills)

Kendall's
and
Marzano's
New
Taxonomy
Learners have multiple intelligences and varied learning styles. Students must be
given the opportunity to demonstrate learning that is aligned to their multiple
intelligences and to their learning styles. It is good for teachers to consider the
multiple intelligences of learners to enable learners to demonstrate learning in a
manner which makes them feel comfortable and successful.

Verbal/Linguistic
the capacity to use language to
express what's on your mind and
to understand other people.

Exixtential
Logical/Mathematical
to exhibit yhe proclivity to pose
and ponder questions about life, the ability to understand the
death and ultimate realities. underlying principles of some
kind of causal system.

Interpersonal Visual/Spatial
The ability to understaand other the ability to present the spatial
people.
Multiple world internally in your mind.

intelligences

Musical/Rythmic
Intrapersonal the capacity to think in music, to
having an understanding of be able to hear patterns, tecognize
yourself, of knowing who you are, them and perhaps msnipulstr
what you can do. them.

Naturalist Bodily/Kinestetic
The ability to discriminate capacity to use your whole
among living thigs as well as body, to solve problem, make
sensitivity to other features of something, or put on a
the natural world. production.

Figure 5. Multiple Intelligences


Source: http://bestcareermatch.com/multiple -intelligences
My Map
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To hit my target, I will follow these steps:

Step 1. Step 6.
Read the learning
essentials given Come up with my
above. portfolio.

Step 2.
Observe at least three
classes with a learning
partner.
I will choose one class from
each of the three groups.
Group 1 -
Language/Science/math Step 5.
Group 2- Physical
Education, EPP/TLE, Answer the LET-
Music and Arts like items.
Group 3- Edukasyon sa
Pagpapakatao/Literature
/ Araling Panlipunan

Step 3.
Step 4.
Analyze my
observations with the Reflect on my
use of guide questions. observations and
analysis.
My Learning Activities

I will observe 3 Resource Teachers and focus my observation on their assessment practices
with the help of an Observation Sheet.

OBSERVATION SHEET # 2.1- Traditional Assessment Practices*

Learning in the Cognitive and Declarative Knowledge

Resource Teacher: School:


Grade level: Subject Area:

Paper-and-pencil Tests Please put a check (√) on the test which the teacher used and give at
least 2 items as examples. You may ask for samples of past tests that
your Resource Teacher used in the past to complete your matrix

Selected- response type

1.Alternative-response

2.Matching type

3.Multiple choice

4.Others

*For Science, Math, English, Mother Tounge

Constructed-Response
1.Completion

2.Short answer type

3.Problem solving

4.Essay

a) restricted

b) non-restricted

5.Others
OBSERVATION SHEET # 2.2- Traditional Assessment Practices*

Learning in the Cognitive and Declarative Knowledge

Resource Teacher: School:


Grade level: Subject Area:

Paper-and-pencil Tests Please put a check (√) on the test which the teacher used and give at
least 2 items as examples. You may ask for samples of past tests that
your Resource Teacher used in the past to complete your matrix

Selected- response type

1.Alternative-response

2.Matching type

3.Multiple choice

4.Others

*For Literature, Edukasyon sa Pagpapakatao, Araling Panlipunan

Constructed-Response
1.Completion

2.Short answer type

3.Problem solving

4.Essay

a) restricted

b) non-restricted

5.Others
OBSERVATION SHEET # 2.2- Traditional Assessment Practices*

Learning in the Psychomotor Domain, Procedural Knowledge, Product and


Performance

Resource Teacher: School:


Grade level: Subject Area:

Authentic Assessment Describe how a product/performance was assessed?


1.Product Example/s of product/s assessed. How was it/ were they
assessed?

2.Performance (psychomotor) Example/s of product/s assessed. How was it/ were they
assessed?
My Analysis

1. In what subjects was traditional assessment method used most?

2. Which among the traditional assessment tools/tests was/were used most often?

3. In what subjects was authentic assessment method used most?

4. Which products or performance were assessed? Give examples.

5. What assessment tools and tasks were used to assess learning in the cognitive domain,
and declarative knowledge?
6. What assessment tools and tasks ere used to assess the learning of psychomotor
skills/procedural knowledge?
7. Was there assessment of learning in the affective domain? Explain your answer.
8. To which multiple intelligences did the assessment tools and tasks respond? Come up
with a table of the intelligences which were given attention and the corresponding
assessment task used.

MI Assessment
My Reflections

What happens when your assessment method and tool do not match with your domain
of learning?

Have we been air to learners whom we learned are equipped with multiple intelligences
when in the past we only used paper-and-pencil text which was most fit only for the
linguistically intelligent learners?
Integrating Theory and Practice

1. Which does NOT belong to the group?

a. Completion test
b. Multiple choice
c. Matching type
d. Alternate Response

2. Which does NOT belong to the group?

a. Completion test
b. Problem solving
c. Multiple choice
d. Short answer

3. Which type of test measures student’s thinking, organizing and written communication
skills?

a. Extemporaneous speech
b. Completion type
c. Short answer
d. Essay

4. Teacher Dada wants to test students’ acquisition of declarative knowledge. Which test
is appropriate?

a. Performance test
b. Submission of a report
c. Short answer test
d. Essay

5. Performance test: Psychomotor skills


Paper-and-pencil test: ______________________

a. Declarative knowledge
b. Psychomotor procedures
c. Motor skills
d. Procedural knowledge

6. Teacher Peter wants to know how well his students have imbibed the virtue of honesty.
Which tool is most appropriate?

a. Personality test view


b. Student interview
c. Reflective journal on “How honest I am”
d. Written test

7. Which assessment task is most fir for logic-smart learners?

a. Solving a puzzle
b. Showing the steps though diagram
c. Describing the solution
d. Composing a song

8. Which assessment task works best for language-smart learners?

a. Oral presentation
b. By the use of graphic organizer
c. Dance
d. By demonstration
My Learning Portfolio

1.Refer to the K to 12 Curriculum Guide. Select at least one competency of each domain of
learning and give an appropriate assessment tool/task.

Domains of learning Competency Assessment Tool/Task


(Bloom, Kendall and
Marzano)
1.Cognitive/Declarative
Knowledge/ Process

2.Psychomotor/ Motor
skills

3.Affective

2. Give the nine multiple Intelligences (MI) cited by Gardner. Give at least one example
of assessment tool/task to assess this particular intended learning outcome: “to explain
the meaning of Pygmalion effect”
Language smart- in 3 sentences, explain the Pygmalion effect.
Logic smart
Picture smart
Nature smart
Body smart
Music smart
Self smart
People smart
Spirit smart

3. Research on 2 assessment tool/tasks for learning in the affective domain. Present them
here. Cite your references.
FS 5
4
ASSESSING
LEARNING
FIELD STUDY in
Learning DIFFERENT
LEVELS
episode

My Learning Episode Overview

In the previous Episode you met Learning in different domains. In this Episode you will
deal with the different levels which these three domains are processed, taught, learned. You will
also observe and reflect on how your Resource Teacher assess learning in theses domains in
different in levels. Theirs is the challenge to formulate appropriate exercise questions and tasks
are aligned to the level of the learning outcomes.

My Intended Learning Outcomes

At the end of this Episode, I will be able to:


 classify the level of learning outcomes based on Bloom’s, Kendall’s and Marzano’s
taxonomy.
 determine if the assessment tools/tasks are aligned to the level of the learning
outcomes.

My Performance Criteria

I will be rated along the following:


a. quality of my observations and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. time of submission of my portfolio.

My Learning Essentials

The outcomes of the K to 12 Curriculum are spelled out in terms of standards and
competencies.
The content standards state what the learners should and be able to do after the
teaching-learning process. The performance standards are what the learners are able to do
with what they know.

DepEd Order No. 8 s, 2015 states;

“Performance standard answer the following questions:


1. What learners can know?
2. How well must learners do their work?
3. How well do learners use their learning or understanding in different situations?
4. How do learners apply their learning or understanding in real-life contexts?
5. What tools and measures should learners use to demonstrate what they know?

These standards are made more specific in the competencies. Competencies are the
specific knowledge, skills, values and attitudes that learners are supposed to demonstrate
after a teaching-learning process

The K to 12 Curriculum is said to prepare the learner for the 21st century. The K to 12
learners is expected to acquire the 21st Century skills – life and career skills. Learning and
innovation skills. Learning and innovation skills include critical thinking, communication
skills, collaboration skills, and creativity.

To prepare the learner for the 21st century, then the teaching and learning process in
the K to 12 curriculum ought to go beyond simple recall and comprehension. It should
reach the level of applying, analyzing, evaluating and synthesizing which are basic to
development of 21st Century skills.
My Map

•Observe one class from each of the different subject groups: 1) Grammarr class
in Filipino, English, Mother Tounge, Math, Science- Cognitive; 2) Edukasyon
sa Pagpapakatao, English Literature/Panitikan;-affective 3) EPP or
1. Technology and Livelihood Education, Physical Education, Music and arts,
Computer class.-Psychomotor

•Ask permission to copy the lesson objectives and evaluation of my Resource


Teacher. Identify its/their domain/s and level/s of learning.
2.

•With consent of my Resource Teacher, get a copy of her/his written test/s.


Answer the analysis questions based on the test items.
3.

•Observe my Resource Teaher while he/she teaches. determinee the of learning


that he/she takes in teaching.
4.

•Identify examples of the different levels of learning outcomes drawn from the
teacher's lesson plans.
5.

•Determine if the assessment tools/tasks are aligned to the level of learning


outcomes.
6.

•Analyze my observation with the use of guide questions.


7.

•Reflect on my observations and analysis.


8.

•Answer the LET-like test items.


9.

•Come up with my portfolio.


10.
My Learning Activities

OBSERVATION SHEET # 3.1- Levels of Learning Outcomes

Resource Teacher: School:


Grade level: Subject Area:

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)


Level of Learning Learning Assessment Is the level of assessment
Outcome (Bloom) Outcome/Lesson Task (evaluation aligned to the level of the
Objective from from Teacher’s objective? E.g. objective is
Teacher’s Lesson Lesson Plan “recall the names of ___”;
Plan (Write lesson (Write it in the Assessment task is
objective in the appropriate level ‘’Distinguish between animal
appropriate level outcome) and plant cell’’- Not aligned.
outcome)
1.Remembering Lesson objective YES NO
2.Comprehending
3.Applying To solve word Solve this
problem involving problem. 1. Your
similar fractions sister ate 1/3 of
the pizza. You √
ate also 1/3 of
the pizza. What
part of the pizza
did the two of
you eat?
4.Analyzing
5.Evaluating
6.Creating

Kendall’s and Marzano’s New Taxonomy


Level of Learning outcome Resource Teacher’s Learning Resource Teacher’s
Outcome/Lesson Objective Assessment Task
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating, experimenting,
problem solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self systems were
(Students set learning goals, touched in the teaching-learning.
monitor their learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy.)
My Learning Activities

OBSERVATION SHEET # 3.2- Levels of Learning Outcomes

Resource Teacher: School:


Grade level: Subject Area:

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)


Level of Learning Learning Assessment Is the level of assessment
Outcome (Bloom) Outcome/Lesson Task (evaluation aligned to the level of the
Objective from from Teacher’s objective? E.g. objective is
Teacher’s Lesson Lesson Plan “recall the names of ___”;
Plan (Write lesson (Write it in the Assessment task is
objective in the appropriate level ‘’Distinguish between animal
appropriate level outcome) and plant cell’’- Not aligned.
outcome)
1.Remembering Lesson objective YES NO
2.Comprehending Interpret the poem Recite the poem X
written by… with feelings.
3.Applying

4.Analyzing
5.Evaluating
6.Creating

Kendall’s and Marzano’s New Taxonomy


Level of Learning outcome Resource Teacher’s Learning Resource Teacher’s
Outcome/Lesson Objective Assessment Task
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating, experimenting,
problem solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self systems were
(Students set learning goals, touched in the teaching-learning.
monitor their learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy.)
My Learning Activities

OBSERVATION SHEET # 3.3- Levels of Learning Outcomes

Resource Teacher: School:


Grade level: Subject Area:

(Choose of 1 from Grammar class in Filipino/English/Mother Tongue, Math, Science)


Level of Learning Learning Assessment Is the level of assessment
Outcome (Bloom) Outcome/Lesson Task (evaluation aligned to the level of the
Objective from from Teacher’s objective? E.g. objective is
Teacher’s Lesson Lesson Plan “recall the names of ___”;
Plan (Write lesson (Write it in the Assessment task is
objective in the appropriate level ‘’Distinguish between animal
appropriate level outcome) and plant cell’’- Not aligned.
outcome)
1.Remembering Lesson objective YES NO
2.Comprehending
3.Applying

4.Analyzing
5.Evaluating
6.Creating

Kendall’s and Marzano’s New Taxonomy


Level of Learning outcome Resource Teacher’s Learning Resource Teacher’s
Outcome/Lesson Objective Assessment Task
1.Retrieval-recalling,
recognizing
2.comprehension
3.Analysis
4.Knowledge utilization
(investigating, experimenting,
problem solving, decision-
making)
5.Metacognitive System Give proofs that the metacognitive and self systems were
(Students set learning goals, touched in the teaching-learning.
monitor their learning)
6.Self system (Students
examine importance of
subject, examine self-
motivation, interest and
efficacy.)
My Analysis